北师大版八年级下册Lesson 12 Generation Gap优质教案

这是一份北师大版八年级下册Lesson 12 Generation Gap优质教案，共8页。


教学内容分析
本课是北师大版《初中英语》八年级下册教材第四单元的第12课，话题为Dealing with prblems,属于课标话题7情感与情绪（feelings and mds）以及话题8人际交往（interpersnal cmmunicatin）下的第27个子话题（cperatin and cmmunicatin。本课是一节阅读课，内容涉及单元话题Dealing with the prblem中的Generatin gap这一子话题。本课的阅读材料是What d yu argue abut at hme? We asked three students and their parents.描述的是三个家庭孩子和父母对孩子学习、交友、习惯等方面不同的看法。
本课的教学设计分为两个课时。第一课时侧重对课文的理解，首先通过创设情境，欣赏快乐的家庭合影照片，体会和家人在一起的快乐；通过调查问卷，了解孩子与父母之间的主要矛盾；随后通过阅读，获取孩子和父母对问题的不同看法。通过追问问题，引导学生利用所获取的是事实性信息推断出孩子对父母管教的感受和父母管教孩子背后是对孩子的关爱；最后结合课文信息和课上讨论进行语言输出活动：以角色扮演父母与孩子针对本节课的三个问题对话进行语言和情感体验、自我评价反省等活动。
第二课时，在复习课文内容的基础上，通过了解本课设计收集学生中父母与孩子的主要问题和解决措施的任务，引入本课语法内容-动词let与make的意义、用法；通过观察和分析例句，发现并总结动词let和make的功能和区别。通过创设语境，帮助学生进一步理解两个动词的区别。通过分组讨论，汇总问题和解决问题的措施，完成任务。
教学内容
话题：Generatin Gap
词汇：gap, generatin gap, husewrk, add, n ne’s wn, enter, passwrd praise, lazy, strict, care, care abut, bss, grw up, pretty, except, mess, whenever, fair
语法：动词let 和make 的意义、功能和用法。
策略：通过阅读，围绕“代沟”的话题获取相关信息，并在语境中体会父母对孩子的关爱。
3. 学生情况分析
1. 基本情况：
授课对象是市示范中学学生，英语基础好，思维活跃，乐于表达自己观点和想法，对知识的渴求强烈。但是初二的学生处于青春发育期，生理和心理变化很大。他们产生了强烈的自尊心和被他人尊重的需要，而且时常表现出对周围人的抱怨和不理解。所以有必要引导他们学会倾诉内心的想法和倾听他人的想法，与周围人进行更好的沟通和交流，
2. 已有话题和知识方面：
● 话题：学生在处理问题和解决问题相关话题方面有生活经验，容易产生共鸣。
● 知识：使动词的使用是本课的语法，但是学生理解其意义，所以对阅读不会造成障碍。第二课时将作为重点学习其用法。
3. 能力方面：
学生获取篇章表层信息没有障碍，但真正感受父母行为背后的情感，从而与文本产生共鸣方面，以及深层理解文章主题和进行批判性思维上需要教师进一步引导。
第一课时
The first perid
1.教学目标
在本课学习结束时，学生能够：
学生通过阅读，获取三个家庭父母和子女对一些常见教育问题的不同看法的事实性信息；
学生通过所获取的事实性信息，推断出父母对孩子的关爱；
学生能够根据所学、所感，以角色扮演对话进行语言和情感体验、自我评价反省等活动。
2．教学过程
第二课时
Secnd Perid
教学目标
在本课学习结束时，学生能够：
在语境中发现、体会和归纳动词make 和let的意义、用法和区别。
运用描述父母与子女矛盾和提出建议的信息和词汇，讨论孩子与父母矛盾的及解决措施。
J教学环节
教师活动
设计意图
互动模式&时间
Pre-
reading
Step 1: Lead in
Draw Ss’attentin t the tpic f the lessn by presenting the picture f their family phts by questins:
Q1: D yu lve yur parents?
Q2: D yur parents lve yu ?
Ss talk abut what prblems they always argue with their parents by presenting the survey.
Ss talk abut their feelings when they argue with their parents by questins:
Q1: When yu argue with yur parents, are yu happy?
Q2: Are yu parents happy?
Ss think why we always argue with ur parents by answering questins
Q1: What kind f family life wuld yu like t live?
Q2: Why d yu smetimes argue？
激发学生情感，体会与家人在一起的快乐时光。
通过调查问卷，复习和运用本节课的核心词汇，为下面获取信息做铺垫。
通过追问，让学生意识到与父母之间争吵时会影响彼此的心情和借助问题，表达自己想和父母友好相处的一员并进一步引发学生思考与父母争吵的原因，导入课文学习情。
IW
CW
4’
While-
reading

Step 1. Read fr the general infrmatin.
Ss read quickly t guess what might be in a passage by reading the pictures, title and the bld wrds t encurage Ss t
Ss are trained fast reading skills by the key wrds with the help f questins.
Q1: Wh are three students?
Q2: Wh are three parents?
Ss re-cnstruct the structure f passage with the help f questins.
Q1: Which part are the students talking abut?
Q2: Which part are the parents talking abut?
Step 2. Read fr the detailed infrmatin.
Part 1
1. Ss get and understand the detailed infrmatin with the help f the questins.
Q1:What prblems d they argue with their parents?
2. Ss check the answers by presenting it n PPT.
3. Ss share hw they feel their parents with the help f questins.
Q1: D yu have the same prblem like theirs?
Q2: When yur parents argue abut these things with yu , hw d yu feel?
Q3: Hw abut the three students?
Q4: Are they satisfied with their parents?
Q5: What d they think f their parents?
Part 2(what three parents said)
Ss. get and understand the detailed infrmatin with the help f the questins.
Andy’s family
Q1: Why des Andy’s mum argue with him?
Q2: D yu think Andy is really lazy n his study?
Q3: Why is his mm strict with him?
Jessica’s family
Q1: Why des Jessica’s mum argue with her ?
Q2:Is Jessica’s mum really ungenerus?
Q3: Why des her mm act like her bss?
Edward’s family
Q1: Why des Edward’s mum argue with him?
Q2: D yu think it is a gd habit fr Edward t d like these? And why?
Q3: If he keeps a bad habit, is he still ppular amng classmates?
Q4: If his rm is always messy and dirty, is it gd fr his health?
获取大意信息：
1.学生通过浏览图片、标题黑体字的方式，培养学生通过关键信息预测文章大意的能力
2.学生通过快速阅读，以找关键字的方式，获取人物关系，训练学生利用关键词获取信息的快速阅读能力.
3. 学生通过浏览课文、抓人物关系，重新划分篇章结构，为情感体验和语言输出做铺垫。
获取细节信息
第一部分：
1.学生阅读第一部分-三个学生对问题的看法，通过回答问题，划线的方式获取孩子眼中的问题，培养学生获取细节信息的能力。
2.通过追问学生问题，学生结合文章信息和自身生活经历和感受，推断出三个孩子对于孩子的感受，和孩子眼中的父母是什么样子，培养学生浅层推理的能力。
(可能答案：strict, unfriendly, ungenerus, bred…)
获取细节信息
第二部分：
1.学生阅读，以回答问题、划线的方式，了解父母对孩子问题的看法，培养学生获取细节信息的能力。
2．通过追问，培养学生对事实性信息的理解，并结合生活经历、感受、推断出父母对孩子的关爱。
IW
CW
25’
Pst-
reading
Activity 1. Cme up with the slutins.
Ss vice their pinins with the help f questins.
Q1: D yu still argue with yur parents?
Q2: When yur parents argue with yu abut yur study, yur messy rm and ther small matters, what shuld yu d ?
Ss cme up with the slutins f dealing with the prblems between students and their parents with the help f questins.
Q1: What d yu think f their answers and d yu have mre better ideas t cmmunicate with their parents?
Activity2：
Understanding the generatin gap.
Ss self-think what the generatin gap is and hw t get n well with parents in the cntext.
T: Smetimes, yu think yur parents can’t understand yu, it is s-called generatin gap. They are t strict with yu. They can’t understand yu. They are ld. D yu knw the reasns?
T: When yu were yung, they teach yu t wear clthes, tie yur shes . They teach yu t wash face , wash hands and cmb…They are used t caring abut yu, lving yu and taking gd care f yu. They wrry yu a lt. N matter hw ld yu are, in their eyes, yu are still a child.
Q1: S can yu understand them nw? If yu understand them , will there be generatin gap between yu and yur parents?
T: When they are strict with yu , it desn’t mean they dn’t understand yu. They nly want yu t be a better man.
Q2: Wh are parents?
Ss: Parents are the peple wh________
Activity 1
学生在理解父母对孩子关爱的基础上，引导学生思考当和父母出现意见不统一的时候该如何解决。
Activity 2
1.通过完成人物与话语匹配，进一步检测学生对文本的理解。
学生通过核对答案，小组讨论，以角色版样对话进行语言和情感体验，找出解决问题的方法。
通过创设情境，进一步深化主题，帮助学生理解父母对自己的关爱，体会到所谓的代沟是缺少相互理解与沟通。
IW
CW
Pw
10’
Hmewrk
1. Listen t the tape.
2. Fr further infrmatin abut “the slutins t generatin gap”, read the articles n the exercise bk and underline the slutins t slve the prblem with children and parents.
3. Write dwn the dialgue abut hw yu slve prblems.
学生通过浏览课文、抓人物关系，重新划分篇章结构，为情感体验和语言输出做铺垫。
CW
1’
教学环节
教师活动
设计意图
互动模式&时间
Pre-task
Step1: Ss understand the task by reading the reprt
A lt f teenage students have sme prblems with their parents. Andy, Jessica, Edward shwed their prblems in ur text bk. Wuld yu like t help sme f them?
Ss understand the task with the help f tw questins.
Q1: What prblems d they argue with yur parents?
Q2: D yu have gd idea t slve it?
Ss frm different grups accrding t prblems they want t slve.
学生了解本节课任务。
IW
CW
3’
While- task
Step 1. Language preparatin-Vcabulary abut describing the prblems.
Ss review the prblems abut the three students and their parents argued.
Ss understand and fcus n language abut hw t describe the prblems.
Ss discuss in pairs t understand and tell the difference between make and let and share in class.
Ss learn hw t use the tw wrds by cmpleting the sentences with the crrect frm f let r make.
Ss summarize the usages f make and let.
Step2. Language
Preparatin-slutins.
Ss brainstrm the suggestins t slve the prblems.
Ss think and ffer mre supprts t make their slutins acceptable and reasnable.
问题描述语言准备：
学生通过回答问题，观察、理解、归纳动词make 和let意义、 区别，知道如何描述孩子与父母之间的看法（问题）。
学生通过练习巩固make 和let 的意义和用法。
解决措施语言准备：
1.各小组收集解决问题的措施。
2 通过深度思考建议的合理性，完善建议。
IW
PW
CW
30’
Pst-task
Ste1. Presentatin
Ss present the task they have dne by describing the prblems they discussed and share the slutins they cme up with.
小组展示各小组的可行性建议，其余小组给予评价和补充。
IW
PW
CW
6’
Hmewrk
Plish yur speech and write it dwn in yur exercise bk.
巩固所学，落实笔头
CW1
1’